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Term: 4
Week: 9
Level descriptions:
Demonstrating the connection between addition and subtraction using partitioning or by writing equivalent number sentences
Recognizing that certain single-digit number combinations always result in the same answer for addition and subtraction, and
using this knowledge for addition and subtraction of larger numbers
Recognize and explain the connection between addition and subtraction
Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for
computation
Proficiency strand(s): Understanding
Fluency Problem Solving Reasoning
Understanding includes connecting number representations with number sequences, partitioning and combining numbers
flexibly.
Maths books
Pencils
Dices
unknown combination
Counters
Ten-frames
Quiz worksheet
Key equipment/resources:
Key vocabulary (be specific and include definitions of key words appropriate
to use with students)
Links to other contexts (if applicable, e.g., inquiry unit focus, current
number in a sentence?
Learning strategies/
skills
MATHEMATICAL
FOCUS
(what you want the children to
come to understand as a result of
this lesson short, succinct
statement)
Session 1
Using reasoning
strategies to
enhance addition
facts
Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying
TUNING IN
(WHOLE CLASS FOCUS)
Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising
INVESTIGATIONS SESSION
(INDEPENDENT LEARNING)
(extended opportunity for students to work in
pairs, small groups or individually. Time for
teacher to probe childrens thinking or work with
a small group for part of the time and to also
conduct roving conferences)
Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning
Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising
Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising
ADAPTATIONS
- Enabling prompt
(to allow those experiencing difficulty to engage
in active experiences related to the initial goal
task)
- Extending prompt
(questions that extend students thinking on the
initial task)
Enabling prompt:
Limit the range of options
on the spinner.
Extending prompt:
Is it easier to create
equations that equal a
equations?
smaller? Explain.
Testing
Viewing
Visually representing
Working independently
Working to a timetable
ASSESSMENT
STRATEGIES
(should relate to objective. Includes what the
teacher will listen for, observe, note or analyse;
what evidence of learning will be collected and
what criteria will be used to analyse the
evidence)
Session 2
Using reasoning
strategies to
enhance
subtraction facts
to one another?
If I changed the addition
sign to a subtraction would
the equation still be
equal?
Enabling prompts:
What aspects of the activity
cover.
2. Count and remove 5,
keeping these in view.
3. Think: five and what
Make connections
between the modelling of
subtraction?
unconsciously?
Session 3
Identifying
unknown
quantities in
subtraction
equations
Session 4
Using reasoning
and visual
strategies to
enhance addition
facts
Enabling prompts:
Limit the starting number
to 10 instead of 20.
Extending prompts:
What do we notice about
all the answers?
Enabling prompts:
Limit the amount of
counters used.
Extending prompts:
By moving the counters on
the ten-frame how did it
enhance your learning
visually? What number
facts did you use?
saw it.
Discuss how this activity
supports students to recall
addition facts.
Session 5
Use equivalent
number
sentences
involving
addition and
subtraction to
find unknown
quantities.
Appendices
Appendix A:
One More Than and Two More Than
Appendix B:
Near Doubles Fact
Appendix C:
Subtraction as Think Addition
Appendix D:
Move It
Appendix E:
Quiz
Name: ___________
3 + 7 = 17 - ___
9 + 6 = 20 - ___
4 + 3 = 7 - ___
12 + 3 = ___ - 3
8 + 1 = ___ - 3
15 + 4 = 20 - ___
13 + 4 = ___ - 1